Date Approved

5-31-2000

Embargo Period

6-22-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald L.

Subject(s)

Maple Shade Junior/Senior High School (Maple Shade, N.J.); Interns (Education); School administrators--Training of

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to develop a plan that would allow teachers in the junior high at Maple Shade High School to incorporate technology into their lessons on a more consistent basis. The use of technology would improve learning and better prepare our students for the future.

The intern used interview and survey as data gathering techniques for the project. The intern brought meaning to the data through a thorough analysis of interview responses. Also, surveys were collected, coded, and analyzed.

Teacher preparation and prior teaching experience were cited as reasons behind the fear of technology. Staff claimed that the interaction between early experiences and system requirements were dual factors that influenced their teaching. Basically, teachers were taught to teach the way they were taught themselves.

Fortunately, much of the data supported the notion that teachers, as a whole, seem to be willing to accept the idea that the students often know more about the computer and its many uses than they do. Technology seems to provide a natural framework for opening the door to increased student responsibility and motivation in the classroom, which in turn impacts student and teacher roles.

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